Innovation in the modern education system

 
 
INNOVATION IN THE MODERN EDUCATION SYSTEM 
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collaborative learning is based upon consensus building through 
cooperation by group members, in contrast to competition in which 
individuals best other group members. CL practitioners apply this philosophy 
in the classroom, at committee meetings, with community groups, within 
their families and generally as a way of living with and dealing with other 
people. 
Brown and Lara cite Johnsons that say; there are three ways when 
individuals take action in relation to the actions of the others. One's actions 
may promote the success of others, obstruct the success of others, or not 
have any effect at all on the success or failure of others. In other words, 
individuals may be:
Working together cooperatively to accomplish shared learning goals;
Working against each other (competitively) to achieve a goal that 
only one or a few can attain;
Working by oneself (individualistically) to accomplish goals unrelated 
to the goals of others.
Collaboration is a promising mode of human engagement that has 
become a twenty-first-century trend. The need for think together and work 
together on critical issues has increased, causing to stress on from individual 
attempts to team work and from autonomy to community .The concept of 
CL, the grouping and pairing of learners for the purpose of achieving a 
learning goal, has been widely researched and advocated; the term CL 
refers to an instruction method in which learners at various performance 
levels work together in small groups toward a common goal. The learners 
are responsible for one another's learning as well as their own. Thus, the 
success of one learner helps other students to be successful. 
Woods and Chen cite Johnsons that; in order for a CL effort to be more 
productive than competitive or individualistic methods, five conditions must 
be met, as:
Clearly perceived positive interdependence;
Considerable primitive interaction;
Clearly perceived individual accountability and personal 
responsibility to achieve the group‘s goals;
Frequent use of the relevant interpersonal and small-group skills, and;
Frequent and regular group processing of current functioning to 
improve the group‘s future effectiveness. 
Numerous benefits have been described for CL. A good way for 
organizing the benefits of CL, are to put them in categories. Johnsons and 
Pantiz list over 50 benefits for CL. The list below is based on their works. This 

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